Early childhood STEM activities are part of developmentally appropriate practices that are the foundation of quality preschool experiences for all young children (Copple & Bredekamp, 2009). However, young children with developmental delays or disabilities require planning and specialized practices that allow them to participate and engage meaningfully in learning activities (Division for Early Childhood of the Council for Exceptional Children, 2014). The purpose of this article is to describe how early childhood teachers can support the participation of children with special needs in STEM learning through planning activities using the framework of Universal Design for Learning (UDL).